Pedagogical Implications for Future Teaching Scenarios

Building on the analysis of interaction in asynchronous, synchronous online and hybrid settings, this chapter will discuss the pedagogical implications of this data-driven investigation to raise and increase teacher awareness of the challenges and opportunities of interaction through a screen. The book aims to capitalise on the experience of teaching and learning during the pandemic to improve perceptions of asynchronous, synchronous and hybrid learning, which are often seen as less effective than face-to-face contexts. The focus is on teachers’ choices and behaviours, which greatly impact the learning experience in terms of agency. The data-driven comprehensive understanding of the various aspects of computer and video-mediated interaction can ultimately improve teachers’ e-CIC and teacher training.